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All Journal JEELS (Journal of English Education and Linguistics Studies) Research and Innovation in Applied Linguistics
Oussou, Said
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Education Languange, Linguistic, Communication & Media Social Sciences

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The Effect of Collaborative Reasoning On Indonesian University Students’ Literacy and Argumentation Skills Parlindungan, Firman; Mursyidin; Kurniasih; Rahmatillah, Refanja; Nuthihar, Rahmad; Oussou, Said
JEELS (Journal of English Education and Linguistics Studies) Vol. 10 No. 1 (2023): JEELS May 2023
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v10i1.788

Abstract

Since the global COVID-19 pandemic, traditional classrooms have no longer become accessible for everyone. Most teaching and learning process is conducted virtually. The use of interactive and dynamic pedagogy is needed to maintain the quality of learning, especially that enhance argumentation and literacy skills. This research aims to examine whether there are differences in literacy and argumentation skills of Indonesian university students before and after the implementation of Collaborative Reasoning (CR) approach during online learning. A quasi-experimental one-group pretest-and posttest design was employed. A total of 30 students taking Communication and Gender course were involved in this research. We developed a Reading Comprehension Test (RCT) to collect the literacy scores of the students and Cognitively Based Assessment of, for, and as Learning (CBAL) Argumentation Progression to measure argumentation scores. Using a paired samples t-test, the literacy and argumentation scores of the students before participating in CR were compared to their scores after participating in CR. The literacy and argumentation scores were significantly higher after participating in CR. This finding indicates that there is an increase in literacy and argumentation scores over time that was not likely to be due to chance. It is pivotal then for language educators to consider CR in their classrooms.
Developing Learner Autonomy: Moroccan University EFL Teachers’ Perceived Views and Practices OUSSOU, Said; ELBOUZIANY, Abdelhak; BOUALI, Hajare
Research and Innovation in Applied Linguistics Vol. 3 No. 2 (2025): [August]
Publisher : Politeknik Negeri Ujung Pandang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31963/rial.v3i2.5370

Abstract

Learner autonomy, or the ability to take control of one’s learning, has been in emergence for decades, and its importance has been widely acknowledged. However, there remains obscurity as to what teachers think about this concept and whether or not they are willing to promote it. Accordingly, this paper aimed to investigate 21 university professors’ views regarding their understanding of learner autonomy and the principles underlying it. The study used a mixed-method approach to provide rigorous analysis of the professors’ responses. Data were collected through a questionnaire after which ten professors were invited for a semi-structured interview to allow for more explanations of the views analyzed, thus adhering to the explanatory sequential design. Findings demonstrated that professors showed an understanding of the basic characteristics of learner autonomy. While each of the four orientations were maintained, the most supported was the technical orientation followed by the psychological orientation, a finding that was corroborated by the qualitative analysis wherein notions such as ‘motivation’, ‘metacognitive strategies’, and ‘decisions’ recurred. It was observed that their views were far less socially driven. This study has various implications for both theory and practice, particularly for EFL teachers both in this context and in other similar contexts.
Co-Authors BOUALI, Hajare ELBOUZIANY, Abdelhak Firman Parlindungan Kurniasih Mursyidin Rahmad Nuthihar Refanja Rahmatillah